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In today's educational landscape, the prevalence of emotional and behavioral challenges among school-aged children is a growing global concern. These challenges manifest in various forms, from externalizing behaviors such as disobedience and aggression to internalizing behaviors like social withdrawal and anxiety (Achenbach & Edelbrock, 1978). The impact of these problems on children's academic performance, social interactions, and overall well-being underscores the importance of early identification and intervention. This research examines the applicability of the Integrated Teacher Rating Form in Indian classrooms and explores the challenges in assessing internalizing and externalizing problems in Indian schools. A multi-method content analysis will analyze teachers' survey responses regarding the observability and suitability of the ITRF and identify problematic items, guiding the creation of focus group questions to explore these issues further.